Use the Note Area to cite sources of information you found. Click the upper right corner of the box to make the note pad appear, then type.
1 Level 2: Sources Before 2010. In the
bubbles below, record the main
idea of each of the five articles
we read for the discussion
posts. Use dates in APA style.
1.1 The main idea in the Mead (2006) article is that the common belief of
boys doing worse in school is not true.
1.1.1 Boys are scoring higher and achieving more than ever before.
1.1.2 It is not that boys are
performing worse; girls are just
improving at a faster rate.
1.2 The main idea in the Mead article
(2008) is that the idea that each
gender should be taught differently
in schools because of brain
differences is false.
Note the citation here - it is APA style. The author's last name and the date of the article/book. Then at the end, you would have a list of references in APA style that would include the name of the article/book - like what most of you did for your biography project.
1.2.1 There is simply not enough evidence that girls
and boys should be taught differently.
1.2.2 There are too many variables to know at this
time whether gender-based education is
1.3 The Whitmire article's (2004) main
idea is that boys are struggling because
society has changed in ways that help girls.
1.4 Greene's article (1978) states that sexism is destructive.
1.4.1 Teachers need to put
effort into not labeling
students as "others"
by IQ or sex.
1.5 Whitmire, in "How Schools Shortchange Girls" (2004) claims that
girls are ignored and falling behind the boys in
school, and they are discriminated against in
the work place.
2 Level 2: Sources After 2010. Choose
5 of the 8 new articles I
provided, or search the web
for others. Any combination
is also fine. In the bubbles
below, record the main idea
2.1 The Robelen article (2013) states that girls have
higher anxiety about math in general, but they do
not have more anxiety when taking actual math tests.
2.1.1 Their anxiety can be improved by
teachers simply addressing their anxiety.
2.2 Segal (2013) says that boys have done consistently
better than girls on the SAT, especially on the math
2.2.1 The reason could be because of
how the test is structured and
2.2.2 This does not match up with what is happening in the
classrooms: girls earn higher grades than boys in math
their freshman year.
2.3 Heitin's blog (2014) says that science teachers are
unintentionally favoring boys over girls in their
2.3.1 Teachers speak more
often to boys than girls.
2.3.2 When asked about their best students, teachers
describe more boys than girls.
2.4 In his article, Brenneman (2013) discusses the differences
in behavior between girls and boys in the U.S. and Asia.
2.4.1 In the U.S., girls have better
behavior control than boys.
2.4.2 In Asia, there is no difference
like in the U.S., but teachers still
perceive a difference.
2.5 In Mead's (2013) article, there are many
more boys than girls at NYC's elite public
2.5.1 Girls have caught up to and even surpassed
boys in some cases regarding academics.
2.5.2 The reason for this is that fewer women take the
exam to get into these schools, possibly because of
the heavy focus on math and science.
3 Level 1: At least three connections go in
bubbles on this level. What have you
found to remain the same throughout
both time periods (before 2010 and after
2010) concerning girls' and boys' ed?
Write these connections in
boxes/bubbles on this level.
Here is where you show evidence of your thinking. Connect the pieces about boys and girls' education that you have found to be the same in sources before 2010 (which we read for the discussions) and in sources you found dated after 2010.
3.1 There are differences in the scores between genders.
3.2 Teachers should adhere to and be conscious of gender differences.
3.2.1 Mead (2006) claims that boys are scoring higher and achieving more than ever before.
3.2.2 Robelen (2013) calls for directly addressing the anxiety that girls have with math.
3.2.3 Mead (2006) states that girls are improving academically at a faster rate than boys.
3.3 Boys are falling behind academically.
3.3.1 Fewer males are enrolling in college than females.
3.4 Both Mead (2006) and Robelen (2013) imply that teachers should be aware of and base their teaching styles off of the gender differences.
4 Level 3: What differences in the updated information did you find?
Compare articles dated after 2010 to those dated
before 2010. Record at least three.
4.1 Whitmire (2004) claims that the boys are struggling to compete
academically with girls, while Segal (2013) gives evidence that
boys are performing better academically than girls on the SAT.
4.2 Whitmire (2004) states that society has changed in ways that help girls, yet Heitin
(2014) describes that science teachers are favoring the boys over the girls in their
4.3 Whitmire (2004) talks about how boys are not performing as well as girls, yet Robelen
(2013) says that boys are testing in all ten STEM subjects better than girls overall.
4.4 The articles before 2010 talked about academic scores on a national level,
while articles after 2010 discussed the scores on a global level.
4.5 Level 4: Look at sources dated after 2010 that your group
found for this week's discussion posts. On this
level, show at least two likenesses (to the right) and two
differences(to the left) you found as you studied these and
ANY other works we have studied in the course. Cite your
4.5.1 We found that the articles Mead (2008), Greene (1978), Adams
(2013) and Spark (2014) agree that school needs to be a center of
learning and focus around students.
126.96.36.199 Spark (2014) states that gender gaps alter
the benefits of extracuriccular activities and
make a positive impact on the lives of rural
188.8.131.52 Adams (2013) and Mead (2008) both discuss the gaps
between males and females. Gender gaps did not exist due to
development, but due to quality of education.
184.108.40.206 Greene (1978) generally expresses the opinion that
teachers need to adapt to the students, be aware of
the gender gap, but focus on treating every student
4.5.2 Older articles, such as Mead (2008), and newer articles, such
as Robelen (2013), discuss test scores at different levels
220.127.116.11 Articles disagree on ways to
intervene with the gender gap between
18.104.22.168.1 Greene (1978) and Robelen (2013) agree that intervention needs to
be up to the teachers discretion. Teachers need to create a
stimulating learning environment for both genders.
22.214.171.124.2 Heitin (2014) and Mackie (2004) state that affirmative action needs to change to help girls. There are
differences in how boys and girls grow over time, and there has to be a focus on what boys and girls struggle
126.96.36.199 Mead (2008) and Mead (2006) only
find results from boys and girls
188.8.131.52 Robelen (2013) finds results
from boys and girls globally.
4.5.3 Adams (2013), Robelen (2013), and Mead
(2008) both discuss that differences between
genders is not the only influence on academic
184.108.40.206 Robelen (2013) "While statistically
significant, the difference dwarfed by the far
larger gaps seen by race, ethnicity, and
220.127.116.11 Adams (2013) determined that there
were major differences in enrollment
patterns by gender among minorities.
18.104.22.168 Mead (2008) says that boys are doing miserably in
inner cities and also in wealthy school districts. This
trend appears throughout the industrialized world.
4.5.4 Level 5: What conclusion(s) have you drawn about girls and boys' education
as a result of synthesizing all you have read for this assignment?
22.214.171.124 There are many factors that
affect test scores besides gender.
http://www.hereiswhereifound.com. A notation needs to be on each of your bubbles in this area - support what you believe! For example, you could refer to something in "Savage Inequalities", in which case you would write: (Kozol, 1991)
126.96.36.199.1 Robelen (2013) focuses results on boys and
girls globally. These results differ in
188.8.131.52.2 Mead (2006) researches the differences in development between
boys and girls. Girls succeed faster at language arts whereas boys
succeed faster at physical activities.
184.108.40.206.3 Robelen (2013) states that girls are more anxious than boys, especially in mathematics and while taking
220.127.116.11 Test scores differ at global levels. We should be aware of the
differences, but we should not agree with every opinion written in
18.104.22.168.1 Gender gaps occur
The majority of the
research studies, such
as Mead (2006), Mead
(2008), Heitin (2014),
and Adams (2013) all
bass their research in
the United States of
22.214.171.124.2 Robelen (2013) finds results
from boys and girls globally,
and concludes that widegender
gaps mainly occur only in the
126.96.36.199.3 A lot of authors will state their opinion on why
something occurs, such as gender gaps, but the
authors do not provide solutions that will work for
188.8.131.52 Teachers should be aware of the gender gaps, but also
create solutions which suit their classrooms.
184.108.40.206.1 Greene (1978) and Robelen
(2013) both agree that
teachers need to adapt to the
220.127.116.11.2 Extracuriccular activities help students become
more well-rounded individuals. Sparks (2014)
states that extracurricular activities help
indivudals from both genders in rural areas.
18.104.22.168.3 Teachers need to be aware of the condition of each
student. According to Robelen (2013), anxiety is very
common among women. Teachers could inform their
students of both genders and help them with anxiety
4.6 Articles before 2010 focus mainly on test scores, while articles after 2010
focus on factors other than academic ones, such as behavior and